READING BOOT CAMP is a FREE RTI reading program that uses best instructional practices with a proviso "ALL STUDENTS ARE GIFTED", the goal is to lift ALL students' ACADEMIC SKILLS using evidence-based Socratic methods, teach students as erudite beings, be flexible and have fun, set SMART goals, and differentiate through scaffolding and cooperative learning. RBC RTI has 13 years of proven results; the accelerated RTI program improves reading test scores by over a full grade level in 20 days.

Saturday, May 31, 2014

CCSS high school reading comprehension worksheets | Nonfiction High School English Reading Worksheets with Reading Comprehension Questions and Extended Response Questions

FREE Printable nonfiction high school reading comprehension worksheets to prepare for the College and Career Ready Goals | 2014-2015 CCSS ELA Reading standards. Use the nonfiction reading passages and worksheets below to prepare for End of Course English Assessments.

High School Nonfiction Reading Passage: Swords and Swordsmanship

A sword is a weapon (edged weapon) used primarily for cutting or thrusting. The precise definition of the term varies with the historical epoch or the geographical region under consideration. A sword in the most narrow sense consists of a straight blade with two edges and a hilt. However, in nearly every case, the term may also be used to refer to weapons with a single edge (back-sword).

The word sword comes from the Old English sword, cognate to swert, Old Norse sverð, from a Proto-Indo-European root *swer- "to wound, to cut". Non-European weapons called "sword" include single-edged weapons such as the Middle Eastern saif, the Chinese dao and the related Japanese katana. The Chinese jian is an example of a non-European double-edged sword, like the European models derived from the double-edged Iron Age sword.

Historically, the sword developed in the Bronze Age, evolving from the dagger; the earliest specimens date to ca. 1600 BC. The Iron Age sword remained fairly short and without a cross-guard The spatha as it developed in the Late Roman army became the predecessor of the European sword of the Middle Ages, at first adopted as the Migration period sword, and only in the High Middle Ages developed into the classical arming sword with cross-guard

The use of a sword is known as swordsmanship or (in an early modern or modern context) as fencing. In the Early Modern period, the sword developed into the rapier and eventually the small-sword, surviving into the 18th century only in the role of dueling weapon. By the 19th century, swords were reduced to the status of either ceremonial weapon or sport equipment in modern fencing.

The sword is said to be the emblem of military honor and should incite the bearer to a just and generous pursuit of honor and virtue. It is symbolic of liberty and strength. In the Middle Ages, the sword was often used as a symbol of the word of God. The names given to many swords in mythology, literature, and history reflect the high prestige of the weapon and the wealth of the owner.

Socratic Question Stem: Why are swords or edged weapons part of every early culture?

Thursday, May 29, 2014

Flipped teaching or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance, tutoring and interaction with students, instead of lecturing. This is also known as backwards classroom or flipped classroom. Wiki

A few things I would do If I was teaching a High School Special Education English Class!

Shakespeares Plays

Create a series of single page Socratic Seminars that include modeled reading fluency videos

In class have your students help make simple videos of students or teachers reading the one page socratic passages, the goal being your students will be practicing fluency to make their own videos

Use your class time to practice and model Socratic seminars and that include introspective discussions on amazing topics

Use class time to create, discuss, question, analyze, and act out elements of fiction or non-fiction

Usually you will have more boys in a Special Education High School English Class, so have them read and discuss high interest topics like the treatise Sun Tzu Art of War

The students should use the videos as reading fluency homework to increase word recognition, speed and accuracy, predicting syntax, practice reading fluency with expression. The video is used as the guide and models quality reading. The goal is increase reading fluency weekly by five extra words per week

Play literacy games that teach literary elements, text features and reading comprehension skills.

Struggling Readers read less than ten pages per day that's about 2,000-4,000 words per day, or 400,000 words for the whole year!

This is a sample Screencast-O-Matic that took literally 5 minutes to make and upload to Youtube! The Videos do not need to be great, time consuming, expensive, they are best when made by the classroom teacher for their individual students.

The Legendary Lands is a fun way for students to study Tier 3 Academic Vocabulary! The Game is Free and is one reason 95% of my class passes the EOG reading test! "The Legendary Lands"

Preoperational Set: The story below is the opening to Sun Tzu Art of War, and makes a not so subtle point of being brutal to get the point across to the reader.

Background Ideas: The original Brothers Grimm tales used brutal stories to teach life’s hardest lessons to our children so they would learn without the pain of experience. We live in a time when we are seeking instant gratification in all the things we do. The problem for many children today is, instant gratification is not fast enough and neither gratifying enough for many, so they lose motivation.

Philosophical Ideas: “By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is the most bitter.” Confucius

Sun Tzu Wu was a native of the state of Ch`i. His ART OF
WAR brought him to the notice of Ho Lu, King of Wu. Ho
Lu said to him: "I have carefully perused your 13 chapters.
May I submit your theory of managing soldiers to a slight test?"
Sun Tzu replied: "You may."

Ho Lu asked: "May the test be applied to girls?"
The answer was again in the affirmative, so arrangements
were made to bring 180 handmaidens out of the Palace. Sun Tzu
divided them into two companies, and placed one of the King's
favorite handmaidens at the head of each. He then bade them
all take spears in their hands, and addressed them thus: "I
presume you know the difference between front and back, right
hand and left hand?"
The girls replied: Yes.

Sun Tzu went on: "When I say "Eyes front," you must
look straight ahead. When I say "Left turn," you must face
towards your left hand. When I say "Right turn," you must
face towards your right hand. When I say "About turn," you
must face right round towards your back."

Again the girls assented. The words of command having
been thus explained, he set up the halberds and battle-axes
in order to begin the drill. Then, to the sound of drums, he
gave the order "Right turn." But the girls only burst out
laughing. Sun Tzu said: "If words of command are not clear
and distinct, if orders are not thoroughly understood, then
the general is to blame."

So he started drilling them again, and this time gave
the order "Left turn," whereupon the girls once more burst
into fits of laughter. Sun Tzu: "If words of command are
not clear and distinct, if orders are not thoroughly
understood, the general is to blame. But if his orders ARE
clear, and the soldiers nevertheless disobey, then it is the
fault of their officers."

So saying, he ordered the leaders of the two companies
to be beheaded. Now the king of Wu was watching the scene
from the top of a raised pavilion; and when he saw that his
favorite handmaidens were about to be executed, he was greatly
alarmed and hurriedly sent down the following message: "We
are now quite satisfied as to our general's ability to handle
troops. If We are bereft of these two handmaidens, our meat
and drink will lose their savor. It is our wish that they
shall not be beheaded."

Sun Tzu replied: "Having once received His Majesty's
commission to be the general of his forces, there are certain
commands of His Majesty which, acting in that capacity, I am
unable to accept."

Accordingly, he had the two leaders beheaded, and
straightway installed the pair next in order as leaders in
their place. When this had been done, the drum was sounded
for the drill once more; and the girls went through all the
evolutions, turning to the right or to the left, marching
ahead or wheeling back, kneeling or standing, with perfect
accuracy and precision, not venturing to utter a sound. Then
Sun Tzu sent a messenger to the King saying: "Your soldiers,
Sire, are now properly drilled and disciplined, and ready for
your majesty's inspection. They can be put to any use that
their sovereign may desire; bid them go through fire and
water, and they will not disobey."
But the King replied: "Let our general cease drilling
and return to camp. As for us, We have no wish to come down
and inspect the troops."

Thereupon Sun Tzu said: "The King is only fond of
words, and cannot translate them into deeds."
After that, Ho Lu saw that Sun Tzu was one who knew how
to handle an army, and finally appointed him general. In the
west, he defeated the Ch`u State and forced his way into
Ying, the capital; to the north he put fear into the States
of Ch`i and Chin, and spread his fame abroad amongst the
feudal princes. And Sun Tzu shared in the might of the King.

Why is the author sharing this story with the reader?

Rank the five most important ideas that the author shares in the reading passage

NY Summer Reading at New York LibrariesWelcome to the 2014 Summer Reading at New York Libraries! Summertime is fun time for readers of all ages! Browse through our site for summer reading-related materials. “Fizz Boom Read ” this summer at your local library. To join in the fun of Summer Reading today, just find your local library Web Site using our link, and register!

Programs on Campus and at over 25 Locations throughout New York For an enjoyable activity with lifelong benefits, we recommend one of our eight different reading skills programs designed and taught by instructors from the Institute of Reading Development. Programs have been offered as a community service through Fordham School of Professional and Continuing Studies since 1999.

Summer Reading Info - Summer Reading 2014 What’s going on at my public library this summer?
There are all kinds of great programs going on at New York City’s public library systems: Brooklyn Public Library, The New York Public Library (serving the Bronx, Manhattan and Staten Island) and Queens Library. There are reading programs, celebrations, author events, book discussions, craft programs, music programs…and almost everything at the library is free. Find out more in the Events section of summerreading.org.

Everyone who finishes a Summer Reading Gameboard or Challenge will be entered into a drawing for cool prizes.Kids, as you read and do activities on the Gameboard, you will receive stickers to help you complete the game. Click here this summer for websites and databases to help you earn stickers. Tweens, teens, and adults, complete your Summer Reading Challenge to turn in your prize drawing entry form to a librarian.

Monday, May 19, 2014

Mindfulness Meditation in school is a practice in which the teacher and or students train their mind to induce a mode of focused consciousness, to realize a positive benefit that include alleviating stress, increasing attention, self monitoring feelings, and helping students redirect focus on academic content. Meditation in the classroom can be as simple as listening to calming music and breathing deeply. Meditation in the form of Mindfulness practice, is being employed in psychology to alleviate a variety of mental and physical conditions, including depression, anxiety, eating disorders, cutting, addictions, self-destructive behaviors, obsessive-compulsive disorder, and in the prevention of relapse in depression.Wellness Works is a great resource for Mindfulness curriculum and teacher training if schools are interested in bringing Mindfulness benefits to their students.

Wellness Works in Schools™ is designed to motivate, educate and support students, teachers and families in developing the mental, emotional, physical, and social competencies to handle life's challenges healthfully, across school, home, work and community. Wellness Works embraces a whole person/whole child perspective and is grounded on universal health and wellness principles and incorporates mindful awareness, contemporary neuroscience, and executive function approaches to optimize strident achievement and behavior while supporting classroom teachers.

Words from Children on Meditation and Mindfulness Classes By Dr. Amy Saltzman

• I think mindfulness has truly helped me become more aware of focusing. I learned to bring my attention back when it wandered which helped me with hard or confusing tests. • It feels sort of strange but peaceful. I can’t really tell how I use mindfulness at home, but I do know it helps me when I am mad at my brother. • It helps you concentrate. I use it every time I have a hard test. It brings my attention back to the test and the problem. • When I am sad or kind of in a bad mood I take about 10 breaths and I get relaxed. I also forget about my worries. I learned this from mindfulness. I enjoy coming here because I forget about my troubles and I forget about all the things in my life that is sad. My sadness just fades.

How to Help Students Pass and Exceed Common
Core Reading Test: Proficient vs. Exceeds

Reading assessments will be
standardized in 47 states starting in 2015 with the adoption of CCSS.
The CCSS reading assessments will be more rigorous and require a
deeper understanding of rhetorical thinking. Teaching students to
read and reason is an art not a science and requires students to read
quality literature.

Let the child be encouraged to tell
over the story, which he has just read, in language of his own. Let
his faults be pointed out to him, with such simplicity, and clearness
of illustration as shall make him sensible of what is meant,–and
with such kindness, as shall secure his gratitude for the corrections
made: and those teachers who have not before tried the experiment,
will, it is believed, be surprised at its results. Professor William
H. McGuffey

My list of must does to prepare all students to succeed on any standardised reading test.

Reading quality fluency passages daily up to four times per day with a peer to peers running record model. Sample passages

Read high quality literature daily for a minimum of 60 minutes per day with kid friendly socratic seminars.

Singing and learning songs with poetic lyrics. With a song book and a cd player or youtube karaoke songs this is a must for fun and fluency.

Study latin and greek roots in a fun and novel way. We read Harry Potter every year and the class does a affix, prefix, and suffix hunt. The students also create their own spells using what they are learning about latin and greek roots.

Make reading and talking about books fun, exciting and an adventure.

Model ,model, and model great reading strategies and thinking. Always correct students when they make errors in a way they can examine and try new reading strategies.

Friday, May 16, 2014

As a dyslexic reading teacher and literacy blogger, I have received hundreds of emails and questions on how to help struggling dyslexic students and learning disabled students read and succeed. The simple answer is READ! My long held philosophy as a classroom teachers is find amazing books with wonderful stories and read and read! My students hear me say twenty times a day as we read, "track with your finger" the message is, see the words, hear the words and make connections (meaning) to what you already know and what you want to learn. Students that struggle with reading can have trouble with tracking, decoding, predicting syntax and context, discerning proper nouns, have a lack of background literary knowledge, and many other instructional deficits and or cognitive errors interfering with success. This can cause many struggling readers including me to lose interest in reading and shut down. The secret is the amount of time dedicated to on task reading, exposure to quality literature, and the modeled strategies of successful readers. Let the child be encouraged to tell over the story, which he has just read, in language of his own. Let his faults be pointed out to him, with such simplicity, and clearness of illustration as shall make him sensible of what is meant,–and with such kindness, as shall secure his gratitude for the corrections made: and those teachers who have not before tried the experiment, will, it is believed, be surprised at its results. Professor William H. McGuffeyWorking out substantive differentiations or efficacious instructional solutions for a reading class that has poor reading performance is always a challenge. Creating positive students outcomes for many or all can be accomplished with outside of the box thinking. For the last eleven years the first twenty days of school are spent reading. We spend 200-300 minutes a day reading and modeling the absolute best practices in reading with me or their peers. I started this idea 11 years ago, and I now call the first 20 days of school Reading Boot Camp to male the educational point that without the ability to read and comprehend you will not thrive and succeed in school.So many reading programs that promise to cure dyslexia or close the achievement gap, break the reading process down into so much confusing minutia that kills any real desire to dive in with your heart and soul. Standardization of district-wide curriculum and the reliance on basil reading programs create more problems than they prevent in many cases. I read books with my students that inspire, teach, confront, surprise, scare, excite, and demonstrate that books are amazing teachers and portals to great adventures. Sean Taylor M.Ed The Dyslexic Reading Teacher

The Dyslexic Reading Teacher Sean Taylor

Literacy for me was almost an unrealized unattainable dream! As a dyslexic learner I was unable to read, write, or decode words as a child, p,d,b and q were all the same letter. The written word was a collection of cuneiform squiggles that swam around on the page. I was identified dyslexic at age 9 and later dysgraphic. I spent the next 6 years in special education programs (limbō) trying to learn to read and write. The special education programs never acknowledged my creative capabilities, coping skills and shame and humiliation of being illiterate, they focused on "curing" my learning disabilities with under-trained teachers! Many classroom teachers assumed I would never read or write due to the severity of my dyslexia and this made me feel worthless. I eventually learned to read all words by sight the same method as learning Chinese. I am a dyslexic reading teacher that has built a reputation for finding innovative ways to teach reading and critical thinking to all students! ALL children are gifted and can learn to read! Sean Taylor M.Ed.

Contact us @ seansart@hotmail.com

We try to provide accurate information, free teaching materials, and links to great teaching resources. This Blog is inspired by the Finnish model of teachers sharing freely great ideas. If you are the source of any Wiki excerpts or authored un-annotated materials, or we have not given the original source for, or a back-link please email us. We will remove, annotate the original authors material and or give a back-link. Please email Reading Sage if you find dead links. Thank you for visiting Reading Sage.

95% Passing on EOG/EOC Reading Test in 20 Days!

READING BOOT CAMP is a FREE researched based RTI intervention program that uses best instructional practices with a qualification, teach to the very TOP, expose every student to grade level and above ELA concepts, lift all students using Socratic learning strategies, teach and treat all students as GIFTED, be flexible and have fun, set rigorous SMART goals, and differentiate through scaffolding and cooperative learning. This is a philosophy that many disagree with and believe it is not pedagogically sound, usually by teachers that try to ability group and differentiate for 2-7 grade levels. RBC has 13 years of proven results, the RTI reading intervention improves reading test scores by one full grade level in 20 days. Reading Boot Camp is used in hundreds of classrooms and a handful of schools as a proven school-wide and classroom turnaround program.

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